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Some interesting examples here of questions you can ask students to help cement the major concepts of your courses. (Some of these would fit in nicely as part of your personal questions in the course evaluation system!)

Here are three actionable ideas for white teachers who would like to support Black teachers and students right now.

Have you figured out how much work you're asking of yourself and your students this fall? There's still time to.

Some faculty are receiving direct sales calls from these proctoring software companies, who make money off your fear (and then inspire fear of you in our students). Josh Eyler asks important questions about their potential effect on student performance.

This estimator provides a useful check of how much work your class asks of students. It might be a good tool to give your students directly, as a planning tool for getting all their commitments met.

Some very interesting ideas in here, but the first one is truly revolutionary. Want to know why your students are skipping class? Ask them.

A review of recent papers on the effectiveness of video lectures as supplemental material in a traditional class. From the article: "I think it suggests that screencasts, when done well and deployed properly, help all students - they certainly don't hurt - and they help most those students who need the most help."

Classroom participation is difficult to track and assess equitably. Why not have the students contribute regular self-assessment to the process?

Lots to think about in the difference between the labels of "gifted students" and "bright adults" (and perhaps most importantly, the reminder to think about the needs of individual people).

"We need to rethink the pedagogical processes by which we get students to truly embrace difference." Lots to digest in this essay from Jose Bowen.

"A meta-analysis of 62 studies involving 11,837 students indicated that... students participating in SL programs demonstrated significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance. ... Furthermore, as predicted, there was empirical support for the position that following certain recommended practices--such as linking to curriculum, voice, community involvement, and reflection--was associated with better outcomes." (This link requires Kenyon authentication; the full citation is doi: 10.1177/105382591103400205 Journal of Experiential Education September/October 2011 vol. 34 no. 2 164-181.)

Some interesting examples here of times when annoying classroom behaviors can be symptoms of issues with a student's wellbeing, and a few ideas of ways we can help students cope without just abandoning rigor. "Too often when faculty discuss students with mental-health conditions, the conversation ends in the same place: Either we establish rigorous standards or we coddle students. But that is a false binary."

This article analyzes the shift toward quantitative courses among students at liberal arts colleges.

This essay describes the need to make room for moral complexity in the college classroom and the potential to engage students with ethical questions across the curriculum.

The New York Times reports on a recent study further confirming the benefits of regular, low-stakes testing. Benefits included grade and attendance improvements compared to a former class of equal size and notable improvements among students from lower-income households.

Self-awareness is a central component to the Liberal Arts mission and this article lays out simple strategies to promote metacognitive awareness without setting aside class time for it.

This paper gives good examples of ways to get students to work with course material in ways which lead to more complete and lasting understanding, instead of the surface acquisition of facts. Most of the activities listed are team activities.

This paper gives good examples of ways to get students to work with course material in ways which lead to more complete and lasting understanding, instead of the surface acquisition of facts. Most of the activities listed are team activities.

Six tips for good professional email style, framed in a kindly "dear student" letter. I've heard plenty of complaints about 2 AM emails consisting only of "hey, what's the reading for tomorrow?"... perhaps circulating this essay might help.

A touching essay by a first-generation college student, now a college professor, about her experiences in orientation and her first semester.

A degree-planning tool gives a student personalized guidance in choosing paths through the curriculum and potentially the co-curriculum. While this brief focuses on planning tools as they improve student retention, they are also powerful tools for helping students see coherent themes in a liberal arts education.